University of Virginia School of Medicine
Minutes – 6.4.18
MCBR, #2700 -4:00 p.m.
Present (underlined) were:
Chair (votes only to break a tie): Megan Bray
Voting: Juliana Bueno, Donna Chen, Aaron Freilich, Barry Hinton, Rachel Kon, Robin LeGallo, Keith Littlewood, Vishal Madaan, Juan Olazagasti, Margaret Plews-Ogan, Steven Powell, Theresa Schlager, Neeral Shah, Ryan Smith, Carlos Tache-Leon
Students: Brielle Gerry, Ory Streeter, Vat Patel, Erin Andoninno, John Popovich
Non-voting: Gretchen Arnold, Elizabeth Bradley, Maryellen Gusic, Mark Moody, Selina Noramly, Bill Wilson
Staff: Bobbi May
Guests: Kathryn Mutter, MD, MPH
Minutes Reviewed/Accepted. The Committee unanimously approved the minutes from the May 21, 2018 meeting.
Educational Fellowship Presentation, “Development of a Flipped Classroom Curriculum for the Internship Preparation Course, A Fourth Year Elective,” Kathryn Mutter, MD, MPH. Dr. Mutter offered the presentation on behalf of her, Drs. Stephen Wolf and Neeral Shah. Their goal was to develop a flipped curriculum for simulation sessions of the Internship Readiness Course. The development of podcasts as pre-learning for chest pain and altered mental status simulations were created. Dr. Mutter briefly explained her creation of the podcasts utilizing Screencast. She relayed some challenges creating the podcasts and shared a short clip of the final product. The post-session feedback was favorable with some suggestions for additional visual aids. She also utilized Script Concordance Testing (a tool for assessing clinical reasoning, based upon principle that the multiple judgments made in clinical reasoning processes can be probed and their concordance with those of a panel of reference experts can be measured) to consider how students learn clinical reasoning and simulation on a manikin versus a case based discussion session. Drs. Mutter, Wolf and Shah created a 64 question test which was administered to a panel of 21 experts from EM and IM hospitalist faculty. Faculty answers were then compared to the control groups. Data was incomplete. However, many students felt the case based discussion was just as valuable as the manikin simulation. Dr. Mutter feels both methods will be used going forward as they have different strengths. Based on the feedback received Dr. Mutter plans to improve and refine this project for the class of 2019.
System Review, Renal – Elizabeth Bradley, PhD.
- System leadership and instruction: The students were effusive with their praise of Drs. Kalantari and Bowman, both as System Leaders and as instructors. The students commented that because they each created the resources and taught a great deal in the System, they had a firm understanding of what the students knew, and could effectively teach them from this vantage point. The students found them to be brilliant instructors, effective in their explanations of difficult concepts, and patient when students needed further clarification. The students said they were responsive, compassionate, and supportive throughout the System.
- Organization of content across System: The overall organization and approach to delivering the content in the Renal System was very effective, students report. They appreciated the intensive and well-done Physiology teaching early on, and the frequent application of content to clinical cases. They reported that the use of the flipped-classroom approach was the most effective it’s been across the curriculum in this System. The students had useful pre-class resources (primarily in the form of PRLs created by Dr. Kalantari) from which to learn the material, which was then effectively applied in class through cases and problem sets. The major area for improvement regarding the delivery of content is in the third week, the Urology teaching. The students felt it could be significantly improved by revising the resources for this content.
- Clinical cases: As in the previous years, students appreciate the opportunity to work through cases with Dr. Kalantari and Bowman’s guidance. These critical thinking exercises helped the students learn the material in a clinically relevant manner, and they appreciated learning how these clinicians think through problems.
- Review and practice questions: The students appreciated the volume of practice questions in the Renal System. They especially found the explanations of incorrect answers, as well as the correct answers, to be valuable for their learning. The main improvement the students’ felt could be made is to have different questions in the review sessions than are in the weekly practice questions.
Proposal – Revisions to Systems Curriculum and Pre-Clerkship Calendar. A proposal to revise the order, length, compilation and renaming of several systems in the first and second-year courses was brought to the Committee. Plans for integrated content and the expansion of some systems to present content in a more cohesive manner were discussed. Due to the new order and the length of some systems, the pre-clerkship calendar required a necessary change to move the fall break. There was some discussion among Members regarding these revisions and no concerns were voiced.
Vote: The Committee voted unanimously to approve the revisions to the Systems Curriculum and the Pre-clerkship Calendar.
Note: The next Curriculum Committee meeting will be held on Monday, June 11, 2018 in MCBR, #2700.